Expressive Spoken Language Development in Deaf Children with Cochlear Implants Who are Beginning Formal Education

Inscoe, Jayne Ramirez; Odell, Amanda; Archbold, S.M.; Nikolopoulos, Thomas P.

doi:10.1179/146431509790559688

Cited by 34 publications

(11 citation statements)

References 10 publications

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“…The effect size was small, indicating only a small difference between the groups. This result is in contrast to previous studies (Inscoe et al, 2009;Boons et al, 2013). An important difference between the current study and the study by Boons et al (2013) is the matching procedure.…”

Section: Discussioncontrasting

confidence: 99%

“…Another explanation is that hearing with a CI leads to a distorted input signal and it might, therefore, require more cognitive resources to acquire and use spoken language using a CI in comparison to when having TH. This is in accordance with results by Inscoe et al (2009). The authors found that a larger percentage of children with CI do not have expressive spoken language skills at their hearing age level (time since they received their CI).…”

Section: Introductionsupporting

confidence: 90%

“…Children with CI are at risk of performing more poorly on expressive spoken language tasks compared to peers with TH (Nicholas and Geers, 2007;Duchesne et al, 2009;Inscoe et al, 2009;Nott et al, 2009;Boons et al, 2012Boons et al, , 2013Lund, 2016). Cupples et al (2018) found that children with CI or hearing aids (HA) perform approximately one SD below children with TH on tasks measuring expressive spoken language.…”

Section: Introductionmentioning

confidence: 99%

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Comparison of Expressive Spoken Language Skills in Children With Cochlear Implants and Children With Typical Hearing

et al. 2020

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When children start formal education, they are expected to be able to express complex thoughts. However, in order to do so, they need to be able to use both complex grammatical structures and a variety of words. One group that is at risk of having a delay in terms of their expressive language ability is children with cochlear implants (CI). In this study, we evaluated whether children with CI perform comparably to children with typical hearing (TH) on a standard expressive spoken grammar and a standard expressive spoken vocabulary task when the groups were matched on non-verbal intelligence and working memory capacity. It was found that the children with CI in this study performed more poorly on a standard expressive spoken vocabulary task but not on a standard expressive spoken grammar task when compared to the children with TH. Differences in terms of expressive spoken vocabulary do not seem to be explained by differences in cognitive ability. In addition, the variation in terms of expressive spoken language ability was larger in the children with CI compared to the children with TH. This might be explained by additional confounding factors, like the time of language deprivation or by a greater influence of cognitive differences for the acquisition of spoken language for children with CI.

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Section: Discussioncontrasting

confidence: 99%

Section: Introductionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

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Comparison of Expressive Spoken Language Skills in Children With Cochlear Implants and Children With Typical Hearing

et al. 2020

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“…In general, compared to hearing children, d/Dhh children who are late to language exposure take longer to learn their first 50 words, longer to form combinations [33], and have less vocabulary knowledge [34]. These children also experience delays in the acquisition and use of grammatical structures in spoken language and writing [35,36], have less developed narrative skills [37], and struggle to achieve age-appropriate reading levels [24].…”

Section: Research and Controversies On Language Development Of The D/dhhmentioning

confidence: 99%

Language and Literacy: Issues and Considerations

2019

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This article provides background on the major perspectives involving the development of English language and literacy with respect to the evolving demography of d/Deaf and hard-of-hearing children and adolescents. It synthesizes research and controversies on the developmental similarity hypothesis—that is, whether the acquisition of English language and literacy of d/Deaf and hard-of-hearing students is developmentally similar to that of typical language/literacy learners. The outcomes of this discussion have instructional implications and proffer guidelines for teacher preparation programs. The article concludes with directions for further research.

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“…Given the variability in outcomes among children with cochlear implants, with not all children doing well (Hawker et al, 2008;Inscoe et al, 2009;Pisoni et al, 2008), it is important to increase understanding of the factors that influence outcomes. Many studies have reported on factors associated with positive outcomes, most commonly in the domains of speech perception and production, language development, and reading abilities.…”

Section: Introductionmentioning

confidence: 99%

Factors predicting functional outcomes of cochlear implants in children

Hyde

Punch

Grimbeek

2011

Cochlear Implants International

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This article reports the relationships between a large number of child- and family-related factors and children's functional outcomes, according to parental report, in the domains of spoken language communication, social skills and participation, academic achievement, and independence and identity, through a series of stepwise regression analyses. Parents of 247 children who had received cochlear implants in three eastern states of Australia completed a survey on their expectations and experiences of their children's outcomes with cochlear implants. A number of the independent variables were found to be associated, either positively or negatively, with children's outcomes. Implications for cochlear implant professionals, early intervention programmes, and educational authorities are discussed.

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Expressive Spoken Language Development in Deaf Children with Cochlear Implants Who are Beginning Formal Education

Cited by 34 publications

References 10 publications

Comparison of Expressive Spoken Language Skills in Children With Cochlear Implants and Children With Typical Hearing

Comparison of Expressive Spoken Language Skills in Children With Cochlear Implants and Children With Typical Hearing

Language and Literacy: Issues and Considerations

Factors predicting functional outcomes of cochlear implants in children

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